How to Tame

As our social worlds increasingly shift online, many of the technologies people encounter are mediated by algorithms. Algorithms have become deeply embedded into people's online lives, often working to tailor and personalize their routine encounters with the world. How does one domesticate, or make one's own, an algorithmic system? One of the goals as people adopt new technologies is to weave them into their everyday routines, establishing a pattern of use in order to make that technology their own. In this paper we focus on people's experiences domesticating the short-form video sharing application, TikTok. Through an interview study with 16 LGBTQ+ TikTok users, we explore how people's routine experiences with TikTok's For You Page algorithm influence and inform their domestication process. We first highlight people's motivations for adopting TikTok and the challenges they encounter in this initial acquisition phase of domestication. After adopting the platform, we discuss the challenges people experience across the final three phases of domestication: objectification, incorporation, and conversion. We find that though they enjoy TikTok, our participants feel that they are never fully able to domesticate TikTok. As they are never able to fully control their digital selves, and thus integrate it into their routine lives, TikTok is in constant misalignment with their personal moral economy. We discuss the implications of domesticating algorithmic systems, examining the questions of whose values shape the moral economy created by and through people's uses of algorithmic systems, and the impact of nostalgia on the domestication process.

A RELAÇÃO ENTRE O PROCESSAMENTO AUDITIVO CENTRAL E A APRENDIZAGEM DE CRIANÇAS COM DISLEXIA

The proper functioning of the PAC allows the development of language in children in the acquisition phase, especially with regard to the construction and internalization of language levels.3 Learning difficulties in the school phase can be related to several causes, one of them is dyslexia .4.5In the literature, we can find important evidence that indicates a relationship between learning disorders, such as dyslexia, and poor performance in tests that assess the central auditory system. It is known that individuals with dyslexia also have difficulties in the perception of sounds and in terms of sensitivity to the melody of words. Such a deficit becomes a hindrance in the interpretation of sounds, causing learning difficulties.8

Mental Fatigue Reduces the Benefits of Self-Controlled Feedback on Learning a Force Production Task

This study investigated the impact of mental fatigue and self-controlled versus yoked feedback on learning a force production task. We randomly assigned 44 non-athlete male students (Mage = 21.4, SD = 1.4 years) to four groups; (a) MF&SCF = mental fatigue & self-controlled feedback, (b) MF&Y = mental fatigue & yoked, (c) NMF&SCF = no mental fatigue & self-controlled feedback, and (d) NMF&Y = no mental fatigue & yoked). SCF group participants were provided feedback whenever they requested it, while YK group participants received feedback according to a schedule created by their SCF counterparts. To induce mental fatigue, participants performed a Stroop color-word task for one hour. During the acquisition (practice) phase, participants were asked to produce a given percentage of their maximum force (20%) in 12 blocks of six trials. We recorded the participants’ absolute error at the end of the acquisition phase, the immediate retention test, the first transfer test, and the second transfer test (after 24 hours and without any further mental fatigue). The acquisition phase data were analyzed in a 2 (feedback) × 2 (mental fatigue) × 12 (block) ANOVA with repeated measures on the last factor, while the retention and transfer data were analyzed in 2 (feedback) × 2 (mental fatigue) ANOVAs. We found that all four groups made significant progress during practice ( p < .001), but there were no significant group differences during this phase ( p>.05). There was a significant interaction effect of self-controlled feedback and mental fatigue at retention ( p = .018) and transfer testing ( p < .001). In the mental fatigue condition, participants in the self-controlled group had poorer learning compared to participants in the yoked group; but when not mentally fatigued, participants in the self-controlled group had better learning than those in the yoked group. These findings suggest that mental fatigue reduces typical advantages of self-controlled feedback in motor learning.

Noise-based cyberattacks generating fake P300 waves in brain–computer interfaces

Most of the current Brain–Computer Interfaces (BCIs) application scenarios use electroencephalographic signals (EEG) containing the subject’s information. It means that if EEG were maliciously manipulated, the proper functioning of BCI frameworks could be at risk. Unfortunately, it happens in frameworks sensitive to noise-based cyberattacks, and more efforts are needed to measure the impact of these attacks. This work presents and analyzes the impact of four noise-based cyberattacks attempting to generate fake P300 waves in two different phases of a BCI framework. A set of experiments show that the greater the attacker’s knowledge regarding the P300 waves, processes, and data of the BCI framework, the higher the attack impact. In this sense, the attacker with less knowledge impacts 1% in the acquisition phase and 4% in the processing phase, while the attacker with the most knowledge impacts 22% and 74%, respectively.

Kinematic changes in goal-directed movements in a fear-conditioning paradigm

In individuals with a musculoskeletal disorder, goal-directed reaching movements of the hand are distorted. Here, we investigated a pain-related fear-conditioning effect on motor control. Twenty healthy participants (11 women and 9 men, 21.7 ± 2.7 years) performed a hand-reaching movement task. In the acquisition phase, a painful electrocutaneous stimulus was applied on the reaching hand simultaneous with the completion of reaching. In the subsequent extinction phase, the task context was the same but the painful stimulus was omitted. We divided the kinematic data of the hand-reaching movements into acceleration and deceleration periods based on the movement-velocity characteristics, and the duration of each period indicated the degree of impairment in the feedforward and feedback motor controls. We assessed the wavelet coherence between electromyograms of the triceps and biceps brachii muscles. In the acquisition phase, the durations of painful movements were significantly longer in both the acceleration and deceleration periods. In the extinction phase, painful movements were longer only in the acceleration period and higher pain expectation and fear were maintained. Similarly, the wavelet coherence of muscles in both periods were decreased in both the acquisition and extinction phases. These results indicate that negative emotional modulations might explain the altered motor functions observed in pain patients.

An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method

Background: Differential learning (DL) is a motor learning method characterized by high amounts of variability during practice and is claimed to provide the learner with a higher learning rate than other methods. However, some controversy surrounds DL theory, and to date, no overview exists that compares the effects of DL to other motor learning methods.Objective: To evaluate the effectiveness of DL in comparison to other motor learning methods in the acquisition and retention phase.Design: Systematic review and exploratory meta-analysis.Methods: PubMed (MEDLINE), Web of Science, and Google Scholar were searched until February 3, 2020. To be included, (1) studies had to be experiments where the DL group was compared to a control group engaged in a different motor learning method (lack of practice was not eligible), (2) studies had to describe the effects on one or more measures of performance in a skill or movement task, and (3) the study report had to be published as a full paper in a journal or as a book chapter.Results: Twenty-seven studies encompassing 31 experiments were included. Overall heterogeneity for the acquisition phase (post-pre; I2 = 77%) as well as for the retention phase (retention-pre; I2 = 79%) was large, and risk of bias was high. The meta-analysis showed an overall small effect size of 0.26 [0.10, 0.42] in the acquisition phase for participants in the DL group compared to other motor learning methods. In the retention phase, an overall medium effect size of 0.61 [0.30, 0.91] was observed for participants in the DL group compared to other motor learning methods.Discussion/Conclusion: Given the large amount of heterogeneity, limited number of studies, low sample sizes, low statistical power, possible publication bias, and high risk of bias in general, inferences about the effectiveness of DL would be premature. Even though DL shows potential to result in greater average improvements between pre- and post/retention test compared to non-variability-based motor learning methods, more high-quality research is needed before issuing such a statement. For robust comparisons on the relative effectiveness of DL to different variability-based motor learning methods, scarce and inconclusive evidence was found.

Effects of self-controlled knowledge of performance on motor learning and self-efficacy: A kinematic study

Study aim: To evaluate the effects of providing the learners with self-controlled knowledge of performance (KP) on motor learning and self-efficacy (SE) in a dart-throwing motor task. Material and methods: The participants were thirty female university students who were divided into two groups including self-control and yoked groups. Participants performed five blocks of five trials in the acquisition phase, and retention and transfer tests of 10 trials one day later. Intra-limb coordination patterns (movement pattern), throwing scores, and SE (both movement pattern and movement outcome) were measured as dependent variables. Independent t test and one-way ANOVA with repeated measures were used as statistical tests. Results: The self-controlled group performed significantly better than yoked group on movement pattern during the acquisition phase (F1,28 = 24.239, p = 0.001) and the retention test (t28 = –3.074, p = 0.007). However, there were no significant differences between groups in terms of throwing scores and SE during the acquisition, retention, and transfer phases (all p > 0.05). Conclusion: Providing self-controlled KP can improve learning of movement pattern in the novices but do not necessary increase movement outcome or SE.